EFFECTS OF REPEATED READING METHOD ON READING FAILURES AND READING RATE WITH AUTISM STUDENTS

The aim of this study is to decrease the reading errors of the students with autism by using the repeated reading method and to increase their reading speed. The study included four students (two girls, two boys) aged between 14 and 16 years. All students attend IMKB special education practice school. All students have reading skills. There has been no systematic teaching by using repeated reading method. In this study, the effect of repetitive reading on the reading errors of the students with autism was investigated utilizing multiple probe design across subjects, which is one of the single subject research designs. In the research, a narrative text named “Ay？a Hasta Oldu”, which was not used in the last three academic years for the collection of data on reading speed and reading errors, but which was taken from the first-class Turkish book authorized by the Board of Education and which was not previously encountered, was preferred. Data obtained from the study were analyzed by graphical analysis method and it was seen that reading errors of students with autism decreased. It has also been seen that the reading speeds have increased enough to read fluently